[Year 12 IPM] Computer Lab usage

Wed Sep 6 11:55:59 EST 2006

You know I think I agree with both of you but in different ways.

I feel that teachers as a group are incredibly slow to change and many resent being forced to change.  

(Heaven help me if I am spouting something that may sound as though it is coming from Treasury Place) but I often think the reason why the dept introduces changes to curriculum, reporting etc isn't necessarily because what exists is ineffective but because it forces some teachers to revisit areas that need to be maintained.

I know many people will disagree with me, nevermind - introducing VELS is a current example.  As a curriculum document the CSFII is a great resource, however, how often would teachers revisit it or update their curriculum. 

I realise that the last comment doesn't apply to year 12 because we have our new courses every few years, but if this wasn't a requirement - would we change our course, would we continue to discuss what should or should not be taught?

I am not saying that material teachers first taught 20 years ago isn't going to be as relevant today as then, however, I feel it is really important for our students' benefit that we revisit it, if only to look at our presentation, assessment or possible new information.

Having said all that and implied that some teachers are happy being dinosaurs - I. T. teachers are, to me, the exception that proves the rule.  We have the fastest changing part of the curriculum and we have to be prepared to change and continue to learn.

It would be interesting to find out how many of us are actively involved in the curriculum design in our schools - I would suspect more from the I.T. area than many other because we are more receptive to change.

I cant wait to here what Mark has to say to this!

"Murray O." <murrao at westbourne.vic.edu.au> on Wed, 6 Sep 2006 11:17:12 +1000 wrote:
> Mark
> I disagree with you.
> Based on my experience, I think teachers are highly adaptable to change
> be planned or unplanned. That being said I too get frustrated at trying
> to facilitate change in schools.
> 
> Can you tell of other professions or groups of adults that change
> quickly?
> 
> Regards, 
> Oliver Murray
> Web Developer
> Westbourne Grammar School
> www.westbournegrammar.com
> 
> -----Original Message-----
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
> On Behalf Of Mark Scott
> Sent: Wednesday, 6 September 2006 10:30 AM
> To: Year 12 Information Technology Processing and Management
> Teachers'MailingList
> Subject: RE: [Year 12 IPM] Computer Lab usage
> 
> We are talking teachers.
> 
> This is a species renown for not changing quickly.
> 
> Mark 
> 
> -----Original Message-----
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
> On Behalf Of jturner
> Sent: Wednesday, 6 September 2006 10:11 AM
> To: Year 12 Information Technology Processing and Management
> Teachers'Mailing List
> Subject: Re: [Year 12 IPM] Computer Lab usage
> 
> The big mistake people continue to make is seeing technology as the 
> catalyst for sustainable change in education when it should be people. 
> Technology is invaluable whatever its peculiarities but learner 
> centered means people at the center.
> John
> 
> On 05/09/2006, at 3:41 PM, Mark Scott wrote:
> 
> > I have said it before and no doubt I will say it again.
> >
> > The biggest advantage in introducing student owned laptops into a 
> > school
> > is that it can be used as a catalyst for change.
> >
> > You can start to talk about learner centred classrooms instead of
> > teacher centred ones.
> >
> > ... and of course this is not the only strategy you try, just one of
> > several.
> >
> > Mark Scott
> > Luther College
> >
> > -----Original Message-----
> > From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
> > On Behalf Of Michael Walker
> > Sent: Tuesday, 5 September 2006 3:06 PM
> > To: Year 12 Information Technology Processing and Management
> > Teachers'Mailing List
> > Subject: Re: [Year 12 IPM] Computer Lab usage
> >
> >>>> Laurie Savage<sav at pvgc.vic.edu.au> 09/05/06 12:07pm >>>
> >>> And now we have a generation of people who cannot do the simplest
> > calculation in their head.
> >
> > Laurie
> >
> >>>> Mark Scott wrote:
> >> They said the same thing about calculators back in the early
> > seventies.
> >
> > Ah generalisations, you've got to love them... 8^)
> >
> > I would argue that with the use of calculators, you don't need to do 
> > the
> > simplest calculation in your head. However, it requires a different
> > skill set to check that your calculator is giving you an accurate 
> > answer
> > rather than no skill set at all, hence the higher emphasis on 
> > estimation
> > that occurs in teaching maths now than when I was at school. Tempora
> > mutantur, nos et mutamur in illis...
> >
> > I would also argue that those kids I know of who have trouble 
> > performing
> > the simplest calculation aren't all that flash on using the calculator
> > either. I would suggest that a greater cause is lack of interest for
> > whatever reason from boring teaching methods in previous years showing
> > the kids how irrelevant maths is to lack of support at home for doing
> > homework and school in general. Now there's a can of worms or three...
> >
> > Although I don't think laptops are a cure for all ills, I suspect that
> > under some circumstances they can be a useful tool in the hands of the
> > right practitioner, and in others are a complete waste of time when
> the
> > circumstances of the school and students are taken into account. To 
> > give
> > some examples, I am sure that in some laptop schools, the laptops are 
> > an
> > expensive pseudo notebook / electronic textbook whose primary
> advantage
> > is larger capacity, neater handwriting (typing vs scribble) and better
> > searchability. Obviously Mark's school is not one of them based on his
> > response. That's not to say schools with poor use of laptops don't
> > exist, and anecdotal evidence would suggest that they do. On the other
> > hand, the same applies to schools who have changed their teaching to
> > make good use of new teaching methods available from every student
> > having the tool and having been taught a proficiency with it.
> >
> > On the other hand, I would suspect that there would be scenarios where
> 
> > a
> > $2000 laptop would be a poor use of family or school resources for the
> > perceived benefits compared to alternatives. Would a struggling
> western
> > suburbs secondary school be able to justify making every student buy a
> > laptop, even on finance? Would alternative approaches such as good use
> > of Moodle with external access be more appropriate in terms of bang
> for
> > buck?
> >
> > I would suggest that neither black nor white are correct and that
> > although there is a place for laptops in schools, it would be silly to
> > try and suggest that it would be desirable for every school in the 
> > state
> > and every student in the state to have a laptop and be in a laptop
> > program. Or to suggest that every maths student in the state can't do
> > simple calculations in their head...
> >
> >
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> >
> Dr J Turner
> Head of Information Technology / VCE Coordinator
> Presbyterian Ladies' College
> BURWOOD Victoria 3125
> 
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http://www.balmoralhs.vic.edu.au/